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At Holy Trinity School, PSHE is a curriculum subject that enables pupils to develop the knowledge, skills and attributes that they need to keep themselves healthy, safe and prepared for events that occur in their lives. They should understand the importance of equality and respect.

We believe that our PSHE programmes of study have an impact on both academic and non-academic outcomes for all of our pupils. Through a variety of experiences we aim to develop skills and attributes such as resilience, self-esteem, risk-management, teamwork and critical thinking in the context of three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).


At Holy Trinity School we feel PSHE allows us to develop children’s physical, emotional and social growth, within a setting that is safe. As they move through school the learning opportunities provided allow them to reflect upon their own thoughts, feelings and actions in order to become more self - aware and reflective. They also enable them to develop, value and enjoy healthy, respectful relationships as well as tackling the spiritual, moral, social and cultural (SMSC) issues that individuals encounter.

We promote British value – democracy, the rule of law, individual liberty mutual respect and tolerance of different faiths and beliefs. These values are taught within the PSHE and R.E curriculums and in across curricular way so learning is embedded.

Our use of the comprehensive, flexible CORAM Life SCARF PSHE planning system allows teachers to meet the needs of pupils and adapt their teaching according to a cohort, class or individual. It also allows them to address subjects and issues that are important to the children and reflect unexpected, local or global events that may occur during the year.

Within our spiralling curriculum, the themes of Health and Wellbeing, relationships and living in the Wider World allows children to revisit themes, build on previous learning, and tackle subjects at a deeper level as they mature. It includes R.S.E. Information on this can be viewed in the policies section.

We have a whole school, restorative approach to behaviour management and teach children about staying safe (including online safety). They learn about maintaining and improving their physical and mental health and wellbeing.

We aim to continue to focus on:

  • Ethos and environment
  • Curriculum, teaching and learning
  • Pupil voice
  • Staff development, health and wellbeing
  • Identifying need and monitoring impact          
  • Working with parents / carers
  • Targeted support
  • Leadership and management

Areas identified in Public Health England's Promoting children and young people’s emotional health and wellbeing: A whole school approach (PHE, 2015).

We want children to develop a positive attitude to challenge by building their levels of self – confidence and resilience. We want them to aspire to be their very best by teaching them about the skills and qualities leaders possess. We have adopted the child friendly ‘Leader in Me’ programme, which is based upon Steven Covey’s 7 habits of highly effective leaders in order to do this.

The 7 habits of highly effective people are:

  • Habit 1: Be Proactive (You’re in Charge)
  • Habit 2: Begin With the End in Mind (Have a Plan)
  • Habit 3: Put First Things First (Work First, Then Play)
  • Habit 4: Think Win-Win (Everyone Can Win)
  • Habit 5: Seek First to Understand, Then to Be Understood (Listen Before You Talk)
  • Habit 6: Synergize (Together Is Better)
  • Habit 7: Sharpen the Saw (Balance Feels Best)

PSHE is delivered in class as well as in school wide projects and assemblies. By using quality resources including the CORAM Life Education online planning tool (SCARF), we provide a spiralling, comprehensive PSHE curriculum which includes mental health and well-being.

SCARF lesson plans are organised around the PSHE Association's Programmes of Study Learning Opportunities within three themes: Health and Wellbeing, Relationships and Living in the Wider World. By using SCARF across all age groups we will ensure progression in knowledge, attitudes and values, and skills – including the key skills of social and emotional learning, known to improve outcomes for children. SMSC and British values are embedded within the scheme. The curriculum will ensure we work in reference to the all of the DfE's new Relationships Education and Health Education statutory requirements.

Class teachers selected and planned lessons in across the academic year that link with other lessons in different subject areas so that experiences are more meaningful and engaging. They are delivered by an adult that the children have warm relationships with, usually the class teacher. Teachers are skilled at adapting lessons to meet the needs of the children in their class or individuals within it.

Examples of cross curricular links:

  • In science, the National Curriculum states that pupils must be taught about how bodies change as people grow and age.
  • In geography, they might do a survey of their local area and count how many pieces of litter they find.
  • In ICT, they might discuss the risks that they may face online, and come up with rules for internet safety.
  • In PE, they’ll learn different ways of keeping fit and active. They might reflect on how their bodies feel after physical activity, for example by taking their pulse or discussing how their breathing has changed.
  • PSHE is delivered implicitly as well as explicitly, through many areas of school life. Assemblies, circle time, buddy or mentoring schemes and campaigns like Anti-Bullying Week all teach children the principles of PSHE

We promote pupil voice by giving pupils the opportunity to vote on a number of issues during the year and to become part of councils so their ideas can be shared, discussed and if appropriate, acted upon. These include our school council, eco warrior team and WHAM, worship team.

Children’s attainment is assessed against criteria that has been developed in reference to clear leaning objectives. Observations, discussion notes and work produced before and after a unit of work is completed, contribute to a teacher’s picture of each pupil’s individual personal growth. Children also use their own P.S.H.E. learning journal to record their individual responses and gives them the chance to reflect on previous learning.


At the end of their time at Holy Trinity, we want our children to be independent, socially aware individuals who are excited and ready for the challenges that their futures bring, especially as they enter KS3. The exciting opportunities offered during their time at Holy Trinity will have nurtured a life-long love of learning and the means to develop kind, respectful relationships with others.   

We want them to have the skills and knowledge that will enable them to manage their own personal safety including online safety and an understanding that trusted adults will always be there to support them.

Because they feel their opinions and ideas have been listened to we believe we will have nurtured the idea that they have a voice and deserve to be listened to.